本研究旨在瞭解學校與教師規劃，實施彈性學習時間的現況和問題為何？有哪些因素會影響到學校或老師的課程決定？
本研究以訪談為主，針對中部地區試辦學校的計劃主持人和教師，立意抽樣選取十八位，進行訪談，再佐以其它資料，獲得以下結論：
一、受訪學校都能成立各種課程發展組織，在分配方法和時間數的分配上有不同做法，在內容方面多是以發展學校本位課程為主。但是有效教師教學時數的計算和調配、教材連貫、科任老師參與、教學時數不足與課程統整的問題、如何規劃老師研討課程的共同時間等問題。
二、受訪教師多能依據教學自主規劃「彈性學習時間」，其中，許多是做補救教學，而其使用教材，有的是以教本書加以選編，或選自其他資料或自編。但是有領域學習的教學時數不足、教師兼任行政工作的衝突、「行政支援教學」的功能未彰顯等問題。
三、影響教師規劃「彈性學習時間」內容的因素：教師專長（學科背景）、興趣、教育專業能力、對教育的信念、心態與價值觀、對課程改革的認同感與接受度，對課程改革的認知、進度壓力、學生、家長、社區、學校的因素．．等等。
四、影響學校規劃「彈性學習時間」內容的因素：學校願景（學校本位課程）、校長教育理念、教育行政機的政策、人力資源、教師的配合態度、學校的硬體設備、社區因素、場地、時間。

The purpose of this research was to investigate the current situation and problems that had occurred upon the planning and implementation of Flexible Learning Schedule. The researcher also intended to explore the factors that may affect the schools’ and teachers’ curriculum decisions.
The main research method is interview. The project supervisors and the teachers at experimental schools in central Taiwan were interviewed. Total 18 were selected for interviews.
The findings of this study are reported in three sections. First, the current situation is all the schools interviewed were capable and self─sufficient of forming organizations for curriculum development. Even though each school differed in the methods and hour─allocation dedicated to “Flexible” Learning Schedule,“ most of the schools focused on developing school─based curriculum. Several administrative and curricular problems found in this study are as follows：
（1） There were disputes regarding the calculation, and the arrangement of teaching hours.
（2） The teaching materials for each grade were inconsistent.
（3） The methods and mechanisms of involving specialist teachers in planning and implementing the “Flexible Learning Schedule” needed further discussion.
（4） Adopting former instructional materials generated problems with insufficient teaching hours and curriculum integrations.
（5） Arranging the discussion time for teachers to share ideas in planning and implementing curriculum should be considered.
Second, the current situation is most interviewed teaches were capable of implementing the “Flexible Learning Schedule” in their teaching, especially in compensative teaching. As to the materials used, some were selected and edited from textbooks, whereas others were from other information sources and╱or compiled by teachers themselves. The problems included：（1）insufficient teaching hours；（2）lower teaching quality when the teachers were involved in school administration work；and （3）dysfunction of “administration supports teaching”.
Finally, the factors that influence teachers on planning the content of “Flexible Learning Schedule” were including teachers’ specialty（subject background）, interests , professional capability, beliefs, attitudes and values towards education, recognition and acceptance of curriculum reform, the cognition of curriculum reform, stress, and the elements of students parents, communities, schools, and so on. The factors influencing schools on planning “Flexible Learning Schedule” were including the prospect of school（school─based curriculum）, principals’ educational fore─vision, the policy of educational administrative organizations, human resource, teachers’ willingness to cooperate, the school equipment, as well as the elements of community, location, and time.